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COPYRIGHT DEPOSre 



THE NATURAL METHOD 
READERS 



A 



TEACHERS' MANUAL 



BY 

HANNAH T. McMANUS 

Pbincipal, Public Schools, The Citt of New York 
AND 

JOHN H. HAAREN 

» 

Associate Superintendent of Schools, 
The City of New York 



CHARLES SCRIBNER'S SONS 

NEW YORK CHICAGO BOSTON 



V 



^<1 



Copyright, 1914, bt 
CHARLES SCRIBNER'S SONS 



SEP 101914 




CI.A379417 



CONTENTS 

PART I — Introductory 

^^ PAGE 

The Blackboard 3 

Duration of Reading Periods ... 5 

Oral and Silent Reading . . o . 5 

Phonics . 7 



PART II — Primer: First Half- Year 

Method in Detail ..... 9 

Phonic Exercises 23 

Phonograms . . . . . ,55 

Word List 57 

PART III — First Reader: Second Half- Year 

General 62 

Phonic Exercises 64 

Phonograms 78 

Word List 80 



A TEACHERS' MANUAL 

PART I 

INTRODUCTORY 

This method of teaching has been called The Natural 
Method for the following reasons: 

1. The subject-matter is suited to the natural instincts and 
interests of childhood. 

The Primer is based on the familiar nursery rhymes. 
These rhymes constitute the standard poetry of childhood. 
As fundamental folklore they are the natural introduction 
to literature. Indeed, as literature they have stood the test 
of time. In the higher books rhymes give way to stories 
many of which have been familiar to the child in all ages. 
All these stories appeal to his instincts or to his natural 
interests. 

2. The method obeys the natural law of basing attention 
on interest. 

A strong motive for learning to read is furnished by 
presenting material that is familiar to the child or that 
appeals to natural interests of childhood. Knowing the 
rhyme or story naturally awakens the desire to read it. 
Thus a definite aim is presented. The child knows the 
story by heart, and he readil}^ sees that in order to read it 
he must learn the symbols. But reading is something more 

1 



than recognizing the form of what is known by sound. 
Words must be recognized in different collocations, so that 
ideas may become merged in thoughts. The Natural 
Method early uses the words as they become known in order 
that they may become factors in thought-getting. 

The rhymes used in the Primer fall into two classes: 
(1) Those that lend themselves to somewhat elaborate de- 
velopment because of complexity of content or the number 
of new words they contain; and (2) those that do not de- 
mand extended treatment. In the case of the former the 
entire rhyme is first presented in order to awaken the inter- 
est of the child. Then follow one or more pages, on each of 
which are given a few new words with sentences to furnish 
drill for fixing those words in the child's memory. The en- 
tire rhyme is then taken up, and the learner is delighted to 
find that it contains words which are familiar. In the case 
of rhymes simpler in content and vocabulary, the develop- 
ment of the content and the word drill are confined to a 
single page. 

3. The Natural Method does 7iot fatigue the child. 
The repetition of the words in sentences other than 

those of the rhyme adds new interest. The words taken 
up in the various lessons are few and they can easily be 
learned. 

4. The Natural Method makes a strong appeal to the 
play instinct. 

Play is the natural instinct of the child, by means of 
which he finds a way not onh^ to exercise his surplus activ- 
ity but to lay the basis for his education. The acting of 
the rhymes and stories of the reading lessons fosters this 
instinct and stimulates the child's imagination; thus, the 
personal touch which the child gives to the little drama be- 
comes an important expression of individuality. 

2 



5. The Natural Method presents the mechanics of read- 
ing in an easy and natural way. 

The English language is to some extent, at least, pho- 
netic. Since to limit the instruction to an acquaintance 
with the forms of words as wholes would make the teach- 
ing of reading dry, formal, and difficult, some key for un- 
locking the formidable arrangement of characters into words 
must be furnished after the word method has served its 
purpose in the elementary stages of instruction. The study 
of phonics furnishes a key. The Natural Method recog- 
nizes this. Phonics, however, is made to grow out of the 
lessons, and is not taken up as a separate study until a stock 
of words has been acquired to serve as a basis. Thus the 
work proceeds easily and naturally. 

6. The Natural Method requires no elaborate prepa- 
ration on the part of the teacher. 

The steps of the method as exemplified in the Primer 
may be briefly stated as: 

(1) Recitation by the teacher. 

(2) Repetition by the pupils. 

(3) Dramatization by the pupils. 

(4) Study of the words of the lesson. 

(5) Reading from the blackboard or from the book. 

A special feature is made of the reviews. They have been 
inserted at frequent intervals and are all in story form. 
Thus the interest of the pupil is constantly stimulated. The 
words seen in their new setting are fixed in the memory 
without the aid of dry mechanical drill. 

THE BLACKBOARD 

The blackboard should be in constant requisition in the 
teaching of reading, except in the advanced stages, and even 
then occasional recourse to the board is advisable. 

3 



The Primer should not be put into the hands of the pu- 
pils until about twenty pages have been read from the black- 
board. If facilities are available for printing on slips of 
paper the words as they are learned from the blackboard, a 
wider range of preliminary work is possible, and the use of 
the Primer can be postponed still later. 

When the books are taken up the lessons previously 
read from the blackboard should be reviewed. The pupils 
should then be allowed the free use of the book in order 
that they may enjoy discovering old friends in new sur- 
roundings. 

The ready use of the blackboard necessitates the script 
character. The lessons should be written clearly and well in 
the script character emploj^ed in the school. Print should 
be employed only when preparation is being made to take 
up the book. 

The chief advantage of the blackboard is that it saves 
time. It also serves to stimulate as well as to focus the 
child's attention. 

The first reading lessons should be blackboard lessons. 
The children having heard the rhyme see it grow on the black- 
board under the teacher's chalk at this stage. The object 
of this stage is to associate in the child's mind the spoken 
word with its written picture. 

A number of helpful devices toward this end will suggest 
themselves to the teacher. A few are given here: 

1. When an individual pupil is reading the story allow 
another pupil to point. 

2. The teacher may read while a pupil points. 

3. Several slow pupils may point collectively while the 
class read. 

4. A group of three or four pupils may read and point 
at the same time. 

4 



Devices 3 and 4 are very beneficial in stimulating slow 
children. A good leader will help very materially to arouse 
the class. 

DURATION OF READING PERIODS 

During the first six months, 7io reading period should 
exceed fifteen minutes. After the first year, reading pe- 
riods should increase in length, twenty minutes being more 
suitable for the lower grades and thirty minutes for the 
upper ones. 

ORAL AND SILENT READING 

Most of the reading in the early stages should be oral, 
but it must at all times be remembered that the habit of 
intelligent reading is the reason for teaching to read. Word- 
calling is not reading, and from the beginning words should 
be used in groups expressing thought. A single word ex- 
presses an idea, which is only an element of thought. To 
express thought words are grouped in phrases and sentences. 
A sentence is required to express a thought with something 
like completeness. Hence sentences should be employed to 
as great an extent as possible. But sentences may be read 
in such a way that the intonation and accent may cause 
one to imagine that the meaning is grasped when such is 
not the case. This may come from the fact that the child 
is a ready imitator, and he has gained his intonation and 
accent from the teacher without grasping the meaning. 
To meet this difficulty the teacher must resort to question- 
ing. Skilful questioning will test the understanding of the 
child and will help him to get the ideas in the sentence. 
The child should be asked to point out individual words, but 

5 



after these are known the teacher should draw the pointer 
along the words grouped in phrases. 

The habit of silent reading also may be acquired very 
early by writing questions on the board which the child 
will be called on to answer orally, or by writing sentences 
on the board calling on the children to perform some action. 
In the later stages the child should be called on to give the 
content of the lesson in whole or in part. 

When a word has been taught it should be written on the 
board to remain there for some time. As the word list grows 
the words should be rewritten from time to time in a differ- 
ent order, so that they may not be recognized from their 
position. Words may be printed from rubber type suf- 
ficiently large to be seen across the classroom on cards of 
heavy manila paper or oak-tag, about 5 by 7 inches. These 
cards should be used for rapid review. The words should 
also be printed on charts for ready reference and for display, 
that pupils may study them. 

Children should be encouraged to write on the board 
the words as they are learned. This writing by the children 
should be exercised with the greatest care. It is not to be 
considered as a penmanship lesson. The first attempts will 
naturally be crude, and attention must not be diverted from 
the general form of the word for the sake of getting the exact 
form of the individual letter. The teacher must remember 
that the child is learning to read, and that learning to write 
is merely incidental. 

Children should be encouraged to draw as well as to 
write. The drawing, like the writing, will be crude. Draw- 
ing has the great merit of compelling observation, and its 
usefulness for teaching to read is that it compels attention 
to form. 



6 



PHONICS 

Phonics is defined as the science of sound, and the 
term is used specifically with reference to vocal sounds. It 
is an important aid in determining the sound values of the 
letters and their combinations in words. Phonetics is fre- 
quently used as the s^^nonym for phonics, but the distinc- 
tion between the two terms lies in the fact that phonetics 
is concerned with the representation of the sound by the 
symbol, while phonics is concerned wdth giving the sound 
represented by the symbol. The two words represent op- 
posite or contrary processes. 

A phonogram is the representation of a sound or syl- 
lable. But a syllable may be separated into two or more 
distinct sounds. For the purpose of teaching reading we 
shall consider as phonograms the sounds into which we 3ep- 
arate a word. 

The Natural Method proceeds on the assumption, 
justified by experience, that before the study of phonics is 
taken up the child should have advanced to some extent 
in ability to read; he should not have his attention dis- 
tracted from acquiring a ready recognition of a stock of 
words. For phonics a selection is made as a basis from the 
words he can recognize. x\fter reading the first twenty pages 
the study of phonics should begin. But the regular progress of 
the learning and reading of words and sentences should con- 
tinue. The three words selected for phonic study are slowly 
pronounced so as to be analyzed in sound. The initial sound 
s is selected because its sound can be readily prolonged; the 
long e and the long o sounds are selected for a similar pur- 
pose; the at is selected because it is a word by itself, and 
because it is capable of being used in w^ord-building. 

7 



The separate parts of phonic study thus proceed as 
slow pronunciation, analysis, recognitioii of separate phono- 
grams, combination or synthesis, and comparison with sounds 
as they occur in other words. 



8 



PART II 
PRIMER: FIRST HALF-YEAR 

METHOD IN DETAIL 

Lesson 1, Pages 1-4 

ABC 

Tumble down D. 

The cat is in the cupboard. 

And can't see me. 



1. Recitation of complete rhyme by the teacher. 

This should be done in an attractive, lively way. 
The pupils are asked to tell the story. 

2. Repetition of rhyme by pupils. 

3. Dramatization by pupils. 

The teacher asks the children to "play out" the story. 
Parts are assigned for A, B, C, D, and the cat. 
Teacher: Where shall the cupboard be.^ 

What must A, B, and C do? 
Pupils stand as their names are called. 

Teacher: What must D do? 
(Tumble down.) 
Where must the cat be? 
(In the cupboard.) 
Who is it that he can't find? 
(Me.) 

Note. — The teacher may take the part of "me." 

9 



The rhyme is repeated by the teacher. 
A, B, and C stand as they are called. 
D tumbles down. 
The cat is seen in the cupboard. 

Teacher: The cat is in the cupboard, 
And can't see me. 

The class will like to repeat the play and should be allowed to 
do so, this time without assistance. A child should take 
the part previously taken by the teacher. 

4. Questioning to develop content. 

Teacher: What must D do.f* 
(Tumble down.) 
Who is in the cupboard? 
(The cat.) 
Where is the cat? 
(In the cupboard.) 

5. Writing story on blackboard. 

Teacher: A, B, and C are playing. 
Writes "A, B, C." 

Teacher: D is playing too. 
What must he do? 
Writes "tumble down D." 

Teacher: Point to A, B, C, and D. 

Point to the word that tells what D must do. 
Where must he tumble? Point to the word. 
This is what the story is about. 
Writes "The cat." 

Teacher: This tells you where the cat is. 
Writes "the cupboard." 

Teacher: Tell me what the story is about. 
(The cat.) 

Teacher: Point to it. 

10 



Tell me the name of the place where we can find 

the cat. 
(The cupboard.) 
Now I will put them together. 

The teacher writes *'The cat and the cupboard." 

She underlines the familiar words. (The cat — the cupboard.) 

The new word "and" is pointed out. 

Class read the story. 

Teacher: Now I will write and tell you where the cat is. See 
if you can tell. 

The teacher writes, underlining familiar words: 
The cat is in the cupboard. 

Teacher: Where is the cat? 

Class read aloud: "The cat is in the cupboard." 

6. Recognition of new words. 

(a) Finding new words (a, tumble, down, cat, cupboard, is, the, 
in, and). 

Teacher: Find the words tumble and down. 
Underline them. 
Find the word cat. 
Underline it. 

Find cupboard, is, the, and, in. 
Underline them. 

(6) Recognition of words written apart. 

The teacher writes the new words on another part of the 

blackboard. 
Pupils see if the word "cat" written apart is just the 

same as the one in the rhyme. 
Pupils underline both. 
They repeat this process with cupboard, is, the, and. 

(c) Recognition of words in groups. 

11 



Teacher: What two words tell us what the story is about? 
(The cat.) 
Underline them. 

Teacher writes them on another part of the black- 
board. 
What words tell us where the cat is? 
(In the cupboard.) 
Teacher underlines and writes them apart. 

7. Pupils read the story. 

Lesson 2, Page 5 
The cat can't see me. 

ABC 

Tumble down D. 

The cat is in the cupboard. 

And can't see me. 



1. Recitation of rhyme by the teacher. 

2. Repetition of rhyme by pupils. 

3. Dramatization as in Lesson i. 

4. Questioning by teacher as in Lesson i. 

5. Writing story on blackboard. 

Teacher writes, reading aloud: 
"ABC 
Tumble down D. 
The cat is in the cupboard 
And can't see me." 

6. Recognition of new words. 

(a) Finding new words {can't, see, me). 
Teacher: Wlio is it that the cat can't see? 

She underlines me. 

This word tells what the cat can't do. 
12 



She underlines see. 

Can the cat see me? She can't. 

She underhnes can't. 

(b) Recognition of words written apart. 

Teacher writes new words cajit, see, and ?ne on another part 

of the blackboard. 
Pupils find the same words in the rhyme and underline them. 
Pupils compare words written apart with the same words 

in the text. 

(c) Recognition of words in groups. 

Teacher: What words tell us what the cat can't do.'^ 
(Can't see me.) 
The teacher underlines them. 

She writes them on another part of the blackboard. 
Pupils compare with the same words in the rhyme. 

7. The complete story is read by the pupils. 

Lesson 3, Page 7 

Little Jack Horner 
sat in a corner. 

Little Jack Horner 
can't see me. 



1. Recitation by the teacher of complete rhyme on page 6. 

2. Repetition of rhyme by pupils. 

3. Dramatization by pupils. 

4. Questioning to develop content. 

Teacher: What is the name of this boy.'^ 
(Little Jack Horner.) 
Where did he sit.^ 
(In a corner.) 

13 



What was he doing? 

(Eating a Christmas pie.) 

What did he put in? 

(His thumb.) 

What did he pull out? 

(A plum.) 

What did he say? 

(What a great boy am I.) 

5. Writing story on page 7 by teacher. 

Teacher: These words tell us whom the story is about. 

Writes: "Little Jack Horner." 
Teacher: These words tell us what he did. 

Writes underneath: '*sat in a corner." 
Teacher: Tell me the boy's name? 

Point to it. 

Was he big or little? 

How do you know? 

Point to the word that tells you. 

Tell me the place in which we can find Jack. 

(Corner.) 

Point to the word. 

Point to the word that tells what he did. 

(Sat.) 

6. Recognition of new words. 

(a) Finding new words (little. Jack Horner , sat, corner). 
Teacher: Find words Jack Horner. 

Underline them. 

Find little, sat, corner. 

Underline them. 

(h) Recognition of words written apart. 

The teacher writes them on another part of the blackboard. 
Pupils compare them with the same words in the story. 

(c) Recognition of words in groups. 

14 



Teacher: What three words tell us the boy's name? 

(Little Jack Horner.) 

Teacher underlines them and writes them on an- 
other part of the blackboard. 
Teacher: What three words tell us where he sat? 

(In a corner.) 

Teacher underlines and writes them apart. 
7. Pupils read the story. 

Lesson 4, Page 8 

A Christmas Pie. 
Jack Horner is in the corner. 
He is eating a Christmas pie. 



Little Jack Horner 
Sat in a corner 
Eating a Christmas pie. 



1. Recitation of complete rhyme by teacher. 

2. Repetition of rhyme by pupils. 

3. Dramatization by pupils. 

4. Questioning to develop content. 

Teacher: What was Jack eating? 
(A pie.) 

What kind of pie was Jack eating? 
(A Christmas pie.) 
What is he doing? 
(He is eating a Christmas pie.) 
Where is Jack Horner? 
(In the corner.) 

15 



5. Writing story on page 8 by teacher. 

Teacher: These words tell us what Jack is eating. 
Writes: '* A Christmas pie." 

Teacher: This tells us where Jack is. 

Writes: "Jack Horner is in the corner." 

Teacher: This tells us what he is doing. 

Writes: "He is eating a Christmas pie." 

Teacher: What kind of pie is he eating.^ 

Point to the words that tell you. 

In what place is Jack Horner .^^ 

Point to the word that tells. 

Point to the word that tells what he is doing. 

(Eating.) 

6. Recognition of new words. 

(a) Finding the new words {Christmas, pie, he, eating). 

Teacher: Find Christmas. 
Underline it. 
Find pie, he, and eating. 
Teacher underlines them. 

(b) Recognition of words written apart. 

Teacher writes the words on another part of the 
blackboard. 
Pupils compare with the same words in the text. 

(c) Recognition of words in groups. 

Teacher: What three words tell us what Jack was eating.? 
(A Christmas pie.) 
Teacher underlines and writes them apart. 

Teacher: What three words tell us what he is doing? 
(He is eating.) 
Teacher underlines as above. 

7. Pupils read Lesson 8. 



Lesson 5, Page 9 
A plum and a pie. 



The pie is in the corner. 
A plum is in the pie. 
Jack can't see the plum. 
He put in his thumb. 
He pulled out a plum. 



Steps I, 2, 3 may be omitted. 

4. Questioning to develop content. 
Teacher: What is in the pie? 
(A plum.) 
Where is the pie? 
(In the corner.) 
Can Jack see the plum? 
(Jack can't see the plum.) 
What did he do? 
(He put in his thumb.) 
What did he pull out? 
(He pulled out a plum.) 

5. Writing story on page 9 by teacher. 

Teacher: This is what the story is about. 

Writes: ''A plum and a pie." 
Teacher: This tells us where the pie is. 

Writes: **The pie is in the corner." 
Teacher: This tells what is in the pie. 

Writes: "A plum is in the pie." 
Teacher: This tells us what Jack can't see. 

Writes: "Jack can't see the plum." 
Teacher: This tells us what he put in. 

Writes: *' He put in his thumb.'* 
17 



Teacher: This is what he pulled out. 

Writes: *' He pulled out a plum." 

Teacher: Point to the word that tells us what was in the pie. 
(A plum.) 

What did Jack put in? 
(His thumb.) 
Point to it. 

What did he do with his thumb? 
(Put it in.) 

What did he get out of the pie? 
(A plum.) 
How did he get it? 
(He pulled it out.) 
Point to the words that tell us all this. 

6. Recognition of new words. 

(a) Finding new words {plum, put, his, thumb, pulled, out). 

Teacher: Find plum, put, his, thumb, pulled, out. 
Pupils underline them. 

(6) Recognition of words written apart. 

Teacher: Where is the pie? 
(In the corner.) 

Teacher underlines and writes apart. 
Pupils compare with same words in the text. 

(c) Recognition of words in groups. 

Teacher : What three words tell us where the plum is ? 

(In the pie.) 

Teacher underlines and writes apart. 
Teacher : What three words tell us what Jack did ? 

(He put in.) 

What three other words tell us what he did ? 

(He pulled out.) 

These are underlined and written apart by the 
teacher. 

7. The story is read by pupils. 

18 



Lesson 6, Page 10 

I am eating the plum," said Jack. 

I am eating the Christmas pie," said he. 

The plum was in the pie. 

It was a Httle pie. 

The pie was in the cupboard. 

The cupboard was in the corner. 

'I put in my thumb," said Jack. 

T pulled out the plum." 



Steps I, 2, 3 may be omitted. 

4. Questioning to develop content. 

Teacher: What did Jack say? 

(*'I am eating the plum," said Jack.) 

Who did Jack say was eating the plum.'^ 

("I am eating the plum.") 

Was the plum in the pie? 

(The plum was in the pie.) 

Was the pie big or little? 

(It was a little pie.) 

WTiere was the pie? 

(It was in the cupboard.) 

Was the cupboard in the corner? 

(The cupboard was in the corner.) 

What did Jack say about his thumb? 

("I put in my thumb," said Jack.) 

Whose thumb did he say he put in? 

(My thumb.) 

What did Jack say he pulled out? 

(The plum.) 

5. Writing story on page 10 by teacher. 

Teacher : This tells us what Jack says he is doing. 

Writes: '*'I am eating the plum,' said Jack." 
19 



Teacher: This one tells us what he said about the Christmas 
pie. 

Writes : "'I am eating the Christmas pie,' said he.'* 
Teacher: This is where the plum was. 

Writes: "The plum was in the pie." 
Teacher: This tells us about the size of the pie. 

Writes: "It was a little pie." 
Teacher: This tells where the pie was. 

Writes: "The pie was in the cupboard." 
Teacher: This is where the cupboard was. 

Writes: "The cupboard was in the corner." 

Teacher: This is what Jack said about his thumb. 
Writes: "I put in my thumb." 

Teacher: This is what he said about the plum. 
Writes: "I pulled out the plum." 

6. Recognition of new words. 

(a) Finding new words (/, am, said, was, my, it). 

Teacher: Point to these words. 

Teacher or pupils underline them. 

(6) Recognition of words written apart. 

Teacher writes them on another part of the board. 
Pupils compare with same words in text. 
(c) Recognition of words in groups. 

Teacher: What did Jack say he was doing .^^ 
("I am eating.") 
What is he eating? 
(The plum.) 

What pie was Jack eating? 
(The Christmas pie.) 
Where was the plum? 
(In the pie.) 
Where was the pie? 
(In the cupboard.) 
20 



Where was the cupboard? 
(In the corner.) 

These phrases or groups of words should be underhned and 
written apart by the teacher. 

7. Story is read by the pupils. 

Lesson 7, Page 11 

Little Jack Horner 

Sat in a corner, 
Eating a Christmas pie. 

He put in his thumb, 

And pulled out a plum. 
And said, " What a great boy am I." 



Jack Horner was a little boy. 
He sat in a corner. 
He was eating a pie. 
It was a Christmas pie. 
The Christmas pie was little. 
He put in his thumb. 
He pulled out a plum. 
What a great boy Jack was! 

1. Recitation of rhyme by teacher. 

2. Repetition of rhyme by pupils. 

3. Dramatization by pupils. 

4. Questioning to develop content. 

Teacher: What did Jack say.^ 

("What a great boy am I.") 
What kind of boy was he? 
(A great boy.) 

5. Writing story on blackboard. 

Teacher: This tells you the boy's name. 
Writes: "Little Jack Horner." 
21 



Teacher: This is where he sat. 

Writes: "Sat in a corner." 

Teacher: This is what he was doing. 

Writes: "Eating a Christmas pie." 

Teacher: This is what he did with his thumb. 
Writes: "He put in his thumb." 

Teacher: And this is what he pulled out. 

Writes: "And pulled out a plum." 
Teacher: This is what he said. 

Writes : " And said, ' What a great boy am I.' " 

Teacher: This tells us what Jack Horner was. 

Writes: "Jack Horner was a little boy." 

Teacher: This tells where he sat. 

Writes: "He sat in a corner." 

Teacher: This is what he was doing. 

Writes: "He was eating a pie." 

Teacher: This tells us what kind of pie it was. 
Writes: "A Christmas pie." 

Teacher: This tells about the size of the Christmas pie. 
Writes: "The Christmas pie was little." 

Teacher: This is what he did with his thumb. 
Writes: "He put in his thumb." 

Teacher: This is what he pulled out. 

Writes: "He pulled out a plum." 

Teacher: This tells us what kind of boy Jack was. 
Writes: "What a great boy Jack was!" 

Teacher: Point to what he said. 

Point to what kind of boy Jack was. 



6. Recognition of new words. 

(a) Finding new words {what, great, boy). 

Teacher: Find what, great, boy. 
Underline them. 

22 



(6) Recognition of words written apart. 
Pupils compare them with similar words in text. 
(c) Recognition of words in groups. 

Teacher: What three words tell us what kind of boy Jack 
was.^ 
(a, great, boy.) 
Where did he sit? 
(In a corner.) 
What was he eating? 
(A Christmas pie.) 
What did he put in? 
(His thumb.) 
What did he pull out? 
(A plum.) 
What did he say? 
("What a great boy am I.") 

Every group of words should be taken up in this way. The 
teacher or class should underline each group. It should 
then be written apart by the teacher. 

7. The second rhyme has now been taught intensively. The 
reading of it will be an easy task for the pupils. 



PHONIC EXERCISES 

I 

Phonograms: s, at. 

Sat. Analyze into 5 at by pronouncing the word slowly, but 
in such a way as to indicate the distinct sounds of s and at. Use 
the word in a sentence so that the word may be readily under- 
stood. Thus, "Humpty Dumpty s at on the wall "; " Little Jack 
Horner s at in a corner" ; "Little Miss Muffet s at on sl tuffet.'* 
Then write the word "sat" on the board and divide it by means 
of a line; thus, "s 1 at"; then cover each phonogram in turn with 
a card. 

23 



Teach the correct sound of s and correct faulty enunciation 
by showing the correct position of the vocal organs. 

S is called a dental sound because it is formed near the teeth. 
It is a hissing sound formed by making a narrow passage between 
the tip of the tongue and the back of the upper teeth and gently 
forcing the breath through this passage. To give practice in cor- 
rectly enunciating s, pronounce slowly s o, s ee, s at, indicating 
the division as in the exercise on sat, using the blackboard. 

Each phonogram should be printed on a card about 5x7 
inches, to be used for reference and rapid review. 

II 

Phonograms: m, e. 

Rapid card review of previous lesson. 

Me. Analyze into m ehy slow pronunciation, using the word 
in sentences. " She can't see m e," etc. 

J/ is a labial, or lip sound. It is made by closing the lips 
tightly, with the tongue lying loosely in the mouth, and forcing 
the breath through the nose. Practise by pronouncing slowly 
m other, M iss, M uffet, me, my. Separate me into m and e. 

Combine m with at learned in the previous lesson by writing 
at on the board and then writing m in front of it. 

E is called a narrow sound because the mouth is only slightly 
opened, and with the tongue lightly touching the top of the lower 
front teeth, the breath is passed through the lips. 

Ill 

Phonogram: 1. 

Rapid card review of previous lessons. 

Analyze I ittle, I ost, as before, by using them in sentences. 
*' L ittle Bo Peep has / ost her sheep." 

X is a dental sound made by having a slight opening between 
the teeth, pressing the tip of the tongue against the roof of the 
mouth, — the hard palate behind the gums, — and forcing the 
breath through the open mouth. If any vowel value is to be 

24 



given to the /, it should be before rather than after the / sound. 
It is better to say u I than I u. 

IV 

Phonograms: f, ind. 

Rapid card review. 

Analyze / ind, using the word in a sentence, as " Little Bo- 
Peep can't / ind her sheep." " She can't tell where to / ind 
them." 

F is a labial, and is formed by lightly touching the upper teeth 
with the lower lip and forcing the breath through the place of 
contact. Combine the / with at as before. Analyze find again. 
Review the sound of m. Erase the / on the board and substitute 
m. Write / ind and m ind. Compare them. Write at. Place 
/ in front of it. Write and compare / at, s at, m at. 

Note. While each lesson should begin with a brief review, it 
is suggested that a longer one be given also after every four lessons. 
The process should be: (1) Slow pronunciation; (2) Separation into 
phonograms; (3) Combination with sounds previously learned; 
(4) Comparison of words containing the same phonograms. 
Phonic drills : s at, m e, m at, I ittle, I ost, f ind, f at, m ind. 

V 

Phonograms: T, t; ails, ell. 

Rapid card review. 

Slowly pronounce T ommy, T inker, t ails, t ell, t uffet, using 
the words in sentences in which they were first presented, or in 
similar sentences. Then write these words on the board; cover 
all but the T in T ommy, in T inker, in t iiffet, in t ails and / ell. 
Alternately cover the /, then the rest of the word. Teach correct 
sound of t. 

T is called a dental sound because it is formed near the teeth 
by placing the tip of the tongue firmly in contact with the upper 
palate just back of the upper teeth, and exploding the breath so 
that the tongue is taken away from where it touched the palate. 

25 



Write the word tails, pronouncing the phonogram slowly. Write 
similarly/ ails, m ails, s ails; s ell, f ell, t ell. 

Cover with a card the phonograms in each word, then write 
the phonograms separately, and build up words by using sounds 
that have been learned. Thus, s at, m at, f at, t at. 

VI 

Phonogram: n. 

Rapid card review. 

A^ is a dental sound. To sound n the tongue is placed just 
back of the upper front teeth on the hard palate, just as in sound- 
ing t, but instead of forcing the breath so as to remove the tongue 
from the palate, the tongue remains stationary, and the breath 
passes through the nose. Sound slowly the words in sentences: 
n one, b one, in, on. Write on the board : N ell, n ails, at. 

VII 

Phonograms: d, og, id. 

Rapid card review. 

D is formed like /, by placing the tongue on the ridge just 
back of the upper front teeth and forcing the breath so as to re- 
move the tongue. The tongue is pointed and flattened in sound- 
ing t, but is somewhat thickened in sounding d. If a vowel value 
must be given with the sound, such value should be placed rather 
before than after these sounds of d, t, etc. 

Pronounce slowly in sentences d id, d o, d og. Separate the 
sounds by covering part of the word with a card. Then combine 
into d ell, I og, f og, d og; d id, I id, etc. 

VIII 

Phonograms: c (sounded like k), ame. 

Rapid card review. 

Hard c (like k) is called a guttural sound. It is formed by 
raising the back or root of the tongue toward the soft palate. 
The hard c or A: is also called a stopped sound. 

26 



Pronounce slowly c ame, c at, c upboard, c onier, using the words 
in sentences. Combine as in previous lessons c at, s at, m at, f at, 
t at, N at; c ame, s ame, I ame, f ame, t ame, n ame, d ame. 

IX 

Phonograms: b, one, are. 

Rapid card review. 

B is a labial or lip sound. It is also a stopped sound. It is 
formed by pursing the lips closel}^ and entirely together, and en- 
deavoring to force the breath through the stopped lips. 

Pronounce slowty, separating into parts, b one, b ut, b are, b ell. 

Combine with sounds previously learned into: 



b at 


b at 


b ind 


I one 


m are 


b ind 


c at 


m ind 


t one 


f are 


b ails 


s at 


f ind 


c one 


d are 


bell 


m at 




b one 


c are 


b og 


fat 






b are 


bid 


tat 








be 


N at 









X 

Phonograms: hard g, et, ot. 

Rapid card review. 

The hard g is a guttural sound. It is also a stopped sound. 
It is formed by pressing the back or root of the tongue against the 
soft palate, a little further back than when sounding k or hard c. 

Pronounce slowly, separating into parts, g et, g ot, g irl, g ood. 

Combine with sounds previously learned into: 



g et 


g et 


9 ot 


g ame 


g ame 


s et 


lot 


c ame 




VI et 


n ot 


s ame 




let 


d ot 


I ame 




n et 


c ot 


t ame 




b et 




n ame 
f ame 
d ame 



27 



XI 

Phonograms: r, oast, ow. 

Rapid card review. 

R is called a palatal sound. It is formed by placing the front 
of the tongue very close to the hard palate just behind the ridge 
of the gums behind the upper front teeth and gently forcing the 
breath. 

Pronounce slowly, separating into parts, r oast, r ow. 

Combine with sounds previously learned into: 



r at 


r ails 


r oast 


r oast 


c at 


t ails 


r ow 


c oast 


s at 


f ails 


r at 


b oast 


m at 


s ails 


r end 


t oast 


fat 


m ails 


r ails 




t at 


n ails 


r id 




N at 


r ails 






r ow 


r id 


r ind 




m ow 


d id 


m ind 




I ow 


I id 


f ind 




t ow 


b id 






h ow 









XII 

Phonograms: h, orn, im. 

Rapid card review. 

h is called an aspirate, and also a glottal sound, because it is 
formed by raising the glottis, the end of the soft palate, that is 
used for closing the windpipe when swallowing. The sound is best 
made by imitating the panting of a dog. 

Pronounce slowly, separating into parts, h ome, h as, h orn, 
h im. 

Combine with sounds previously learned into: 

h at h orn h im h at h ails 

h ails m orn d im s at t ails 

h og t orn r im m at f ails 

28 



h id 


c orn 


T im 


fat 


m ails 


h are 


h orn 




t at 


n ails 


h ot 






N at 


r ails 


h e 






r at 




hog 


h id 


h are 


h ot 


h e 


log 


I id 


m are 


lot 


m e 


fog 


d id 


f are 


tot 


be 


dog 




d are 
c are 
b are 


n ot 
d ot 
c ot 
9 ot 





XIII 

Phonograms: J, ack. 

Rapid card review. 

J (and soft g) is called a dental sound because it is formed 
near the teeth. The front of the flattened tongue is placed against 
the hard palate just behind the ridge back of the front teeth, and 
the breath is forced through. 

Pronounce slowly, separating into parts, J ohnny, J ack. 

Combine with sounds previously learned into: 

j ails J ack j ails j ot 



jog 


s ack 


t ails 


lot 


j ot 


I ack 


f ails 


tot 


J im 


t ack 


s ails 


n ot 




b ack 


m ails 


d ot 




r ack 


n ails 


c ot 






r ails 


g ot 






h ails 


h ot 




j og 


J im 






I og 


h im 






fog 


r im 






dog 


Tim 






hog 


d im 





29 



XIV 

Phonograms: p, ie. 

Rapid card review. 

The ^ is a labial or lip sound. It is formed by placing the 
lips lightly together and forcing and stopping the breath. P is 
also called a stopped sound. 

Pronounce slowly, separating into parts, p ie, p ut, p oor, 
p ulled. 

Combine with sounds previously learned into: 



p ie 


p ot 


p ails 


p are 


p ails 


lot 


j ails 


m are 


p are 


tot 


t ails 


f are 


p et 


n ot 


f ails 


d are 


p ot 


d ot 


s ails 


c are 


p ack 


c ot 


m ails 


b are 




g ot 


n ails 


h are 


p et 


h ot 


r ails 


r are 


s et 




h ails 




m et 


p ie 




p ack 


let 


I ie 




s ack 


n et 


t ie 




I ack 


bet 


d ie 




t ack 


g ei 






b ack 
r ack 
J ack 



XV 

Phonograms: w, ay, all. 

Rapid card review. 

21; is a guttural sound. It is formed by pursing the lips and 
gently forcing the breath through the lips. 

Pronounce slowly, separating into parts, w ay, w ill, w all, 
w ent. 

Combine with sounds previously learned into: 



w ind 


w ay 


w ill 


w ind 


w ails 


s ay 


fill 


m ind 


w ill 


m ay 


till 


f ind 
r ind 



30 



w are 


I ay 


w all 




w et 


d ay 


c all 


w ails 


w orn 


b ay 


b all 


s ails 




9 (ly 


h all 


m ails 




r ay 




f ails 


w are 


h ay 


w et 


t ails 


m are 


V ^y 


s et 


n ails 


f are 




m et 


b ails 


d are 


w orn 


let 


r ails 


c are 


m orn 


n et 


h ails 


b are 


b orn 


bet 


p ails 




c orn 


g et 






t orn 


p et 






h orn 







XVI 

Phonograms: k, ings. 

Rapid card review. 

(For directions as to the forming of k, see hard c, Lesson VIII.) 

Pronounce slowly, separating into parts, k ings. 

Combine with sounds previously learned into: 

k ings k ind k ind k id 

s ings k id w ind I id 

r ings m ind d id 

f ind h id 

XVII 

New phonograms : sh, eep. 

Rapid card review. 

sh is a dental sound. It is formed by placing the flat of the 
tongue against the ridge just behind the upper teeth and forcing 
the breath through the opening. It is the sound made by the 
mother in soothing her baby to sleep. 

Pronounce slowly, separating into parts, sh eep. 

Combine with sounds previously learned into: 

sh eep sh eep sh ell sh ame 

sh ell d eep s ell g ame 

sh are p eep f ell c ame 

31 



sh at 


w eep 


i ell 


s ame 


sh ow 




N ell 


I ame 


sh orn 


sh ot 


d ell 


t ame 


sh one 


g ot 


hell 


n ame 


sh e 


lot 


w ell 


f ame 


sh ante 


tot 




d ame 


sh are 


n ot 








d ot 


sh ow 


sh orn 


sh are 


c ot 


m ow 


m orn 


f are 


9 ot 


I ow 


t orn 


m are 


h ot 




c orn 


d are 




t ow 


h orn 


c are 


sh e 


h ow 


h orn 


h are 


m e 


r ow 


w orn 


h are 


he 






p are 


h e 


sh one 
I one 
t one 
h one 





XVIII 

New phonogram: gr. 

Rapid card review. 

gr is a compound consisting of the guttural g and the dental 
r. In combining these two sounds care should be taken not to 
introduce any vowel sound at the combination. 

Pronounce slowly, separating into parts, gr eat. 

Combine with sounds previously learned into: 



gr ind 


gr ind 


gr ow 


gr im 


gr ay 


gr ow 


k ind 


m ow 


d im 


s ay 


gr im 


w ind 


I ow 


r im 


m ay 


gr ay 


m ind 


t ow 


Tim 


lay 




f ind 


h ow 


h im 


d ay 






r ow 


J im 


h ay 
g ay 
r ay 
h ay 
V ay 
w ay 



32 



XIX 

New phonogram: v. 

Rapid card review. 

z; is a labial sound formed by placing the lower lip against the 
upper teeth and breathing strongly through them. It is called a 
voice sound or a sonant. 

Pronounce slowly, separating into parts, v ery. 

Combine with sounds previously learned into: 



V me 


V im 


V le 


r im 


t ie 


V ie 


J im 


I ie 


T im 


d ie 


V ery 


h im 




d im 


p ie 



XX 

New phonograms: pi, um. 

Rapid card review. 

pi is a compound phonogram formed of the breathed or 
voiceless labial p and the voiced dental /. Care should be 
taken not to make a strong vowel value between the two sounds, 
p and /. 

Pronounce slowly, separating into parts, pi um, pi ay, 
s um. 

Combine with sounds previously learned into: 



pi um 


pi ay 


pi ot 


pi um 


play 


gr ay 


sh ot 


s um 


pi ot 


s ay 


j ot 


g um 




m ay 


lot 






I ay 


tot 






d ay 


n ot 






b ay 


d ot 






9 ay 


c ot 






r ay 


g ot 






h ay 


h ot 






p ay 








w ay 







33 



XXI 

New phonograms: tr, ee. 
Rapid card review. 

tr is a compound phonogram formed by combining the voice- 
less or breath dental t with r. 

Pronounce slowly, separating into parts, tr ee, tr ay, tr ail. 
Combine with sounds previously learned into: 



tr ay 


tr ot 


tr ails 


tr ack 


gr ay 


sh ot 


t ails 


p ack 


s ay 


j ot 


f ails 


s ack 


m ay 


lot 


s ails 


I ack 


lay 


tot 


m ails 


t ack 


d ay 


n ot 


n ails 


b ack 


h ay 


d ot 


r ails 


r ack 


9 ay 


c ot 


h ails 


J ack 


r ay 


9 ot 






h ay 


h ot 


tr im 


tr ee 


V "2/ 




gr im 


tr ails 


w ay 


tr ee 


d im 


tr ot 




s ee 


r im 


tr im 




f ee 


Tim 


tr ay 




w ee 


h im 
J im 


tr ack 



XXII 

New phonogram: fr. 

Rapid card review. 

fr is a compound phonogram formed by combining the voice- 
less or breathed labial / with r. 

Pronounce slowly, separating into parts, fr om, fr og, fr ame, 
fr ay. 

Combine with sounds previously learned, into: 

fr om fr og fr ame fr et fr ay 

fr og j og sh ame w et s ay 

fr ame I og g ame s et m ay 

34 



fret 


fog 


c ame 


m et 


I ay 


fr ay 


dog 


s ame 


lei 


d ay 




hog 


I ame 


n et 


b ay 






t ame 


h et 


g ay 






n ame 


g et 


r ay 






f ame 


p et 


h ay 






d ame 




P ay 
w ay 



XXIII 

New phonograms: th, em. 
Rapid card review. 

th is a voiced dental sound formed by placing the tongue against 
the upper teeth and forcing the breath through them. 

Pronounce slowly, separating into parts, th ey, th em, th at. 
Combine with sounds previously learned, into: 



th em 


th em 


th at 


th e 


th at 


h em 


c at 


he 


th ee 




s at 


h e 


th e 




m at 


m e 




th ee 


fat 


sh e 




tr ee 


t at 






s ee 


N at 






f ee 


r at 






w ee 


h at 





XXIV 

New phonograms: bl, ue. 
Rapid card review. 

hi is a compound phonogram formed by combining the voiced 
labial h with the voiced dental /. 

Pronounce slowly, separating into parts, hi ve, hi oiv, hi ack. 
Combine with sounds previously learned, into: 

hi ue hi ue hi ind hi ame hi ot 

hi ow s ue gr ind g ame sh ot 

hi ack d ue k ind c ame j ot 

35 



bl ame 


c ue 


w ind 


s ame 


lot 


bl ind 


h ue 


m ind 


I ame 


tot 






J ind 


t ame 


n ot 




bl ack 




n ame 


d ot 




p ack 


bl ow 


f ame 


c ot 




s ack 


gr ow 


d ame 


9 ot 




I ack 


m ow 


sh ame 


h ot 




t ack 


I ow 




j)l ot 




b ack 


t ow 








r ack 


b ow 








J ack 


r ow 








tr ack 









XXV 

New phonogram: st. 
Rapid card review. 

st is a compound phonogram formed by combining the voice- 
less dental s with the voiceless dental t. 

Pronounce slowly, separating into parts, st ayed, st one, st are. 
Combine with sounds previously learned, into: 



st one 


st 


one 


st are 


st ow 


st are 


I 


one 


m are 


s ow 


st ow 


t 


one 


f are 


m ow 


st ack 


b 


one 


d are 


I ow 


st ay 






c are 


t ow 


st all 


st 


em 


b are 


b ow 


st ings 


h 


em 


r are 


r ow 


st eep 


th 


em 


h are 


sh ow 


st em 






p are 
sh are 


gr ow 

bl ow 


st ack 


st 


ay 


st all 


st ings 


bl ack 


tr 


ay 


fall 


th ings 


tr ack 


gr ay 


t all 


s ings 


J) ack 


s 


ay 


c all 


r ings 



36 



s ack 


m ay 


b all 


k ings 


I ack 


lay 


h all 


w ings 


t ack 


d ay 


w all 




h ack 


hay 






r ack 


9 ay 


si eep 




J ack 


r ay 


d eep 






h ay 


p eep 






V ay 


w eep 





w ay sh eep 

XXVI 

New phonogram: si. 

Rapid card review. 

si is a compound phonogram formed by combining the voice- 
less dental s with the voiced dental /. 

Pronounce slowly, separating into parts, si ow, si eepy, si im. 
Combine with sounds previously learned, into: 

si ay si im si im si ings si ow 

st ay si ings T im s ings s ow 

tr ay si eep d im r ings m ow 

gr ay si ow r im w ings I ow 

s ay h im th ings t ow 

I ay si eep J im st ings b ow 

d ay d eep tr im r ow 

b ay p eep gr im sh ow 

g ay iv eep v im gr ow 

r ay sh eep hi ow 

h ay si eep 

p ay 



w ay 



XXVII 



New phonograms; wh, en. 
Rapid card review. 

wh is a voiceless labial formed by rounding the lips, raising 
the base of the tongue and forcing the breath as in panting. 

37 



Pronounce slowly, separating into parts, wli en, wh at, wh ey. 
Combine with sounds previously learned, into: 



wh en 


wh en 


wh im 


wh im 


m en 


Tim 




t en 


d im 




d en 


r im 




h en 


h im 




J) en 


J im 




th en 


tr im 
gr im 

V im 



XXVIII 

New phonograms : fl, y, ew. 

Rapid card review. 

// is a compound sound, consisting of the voiceless / combined 
with the voiced labial l. See III and IV for the manner in which 
these sounds are formed. 

The long sound of y is like the long sound of i. 

eiv has the sound of long u. 

Pronounce slowly, separating into parts, fl y, fl ew, fl at. 

Combine with sounds previously learned, into: 



fly 


fly 


fl ew 


flat 


fl ails 


fl at 


m y 


m ew 


s at 


s ails 


fl ails 


h y 


f ew 


m at 


m ails 


flog 


shy 


d ew 


fat 


f ails 


fl aw 


fry 


n ew 


N at 


t ails 


fl are 


ply 


h ew 


c at 


n ails 


fl ow 


thy 


p ew 


b at 


h ails 


flay 


st y 


hi ew 


r at 


r ails 


fl ings 


sly 


st ew 


h at 


h ails 


fl ee 


wh y 


si ew 


th at 


p ails 


flew 






si at 
ch at 


j ails 



38 



fiog 


fl ame 


fl are 


fl ay 


fl ings 


log 


s ame 


in are 


s ay 


s ings 


dog 


I ame 


f are 


m ay 


r ings 


c og 


f ame 


t are 


I ay 


w ings 


h og 


t ame 


d are 


d ay 


th ings 


h og 


n ame 


c are 


h ay 


st ings 


J og 


d ame 


h are 


g ay 


si ings 




c ame 


r are 


r ay 






g ame 




h ay 




fl ee 


sh ame 


h are 


V ay 


fl ew 


s ee 


fr ame 


p are 


w ay 


f ew 


f ee 


hi ame 


w are 


fr ay 


d ew 


w ee 




sh are 


gr ay 


h ew 


tr ee 




st are 


pi ay 


m ew 


free 






st ay 


n ew 


th ee 






si ay 


p ew 
gr ew 
hi ew 
st ew 
si ew 



XXIX 

New phonograms: ch, air. 

Rapid card review. 

ch is a voiceless dental; it is a voiceless, or breathed sound. 
To form it the mouth is stretched or widened, the teeth are placed 
close together, and the tip of the tongue touches the roof of the 
mouth. The breath is forced through the part of the mouth where 
the tongue touches the palate. 

Pronounce slowly, separating into parts, ch air, ch at, ch um. 

Combine with sounds previously learned, into: 



ch air 


ch air 


ch at 


ch um 


ch ew 


ch at 


l air 


s at 


s um 


f ew 


ch um 


f air 


m at 
39 


g um 


n ew 



h air f at d ew 

p air N at p ew 

c at hi ew 

b at st ew 

r at si ew 

h at fl ew 
th at 
si at 
flat 

XXX 

New phonograms: br, own. 

Rapid card review. 

hr is composed of the voiced labial b and the voiced dental r. 

Pronounce slowly, separating into parts, br own, br im, br ings. 

Combine with sounds previously learned, into: 



br own 


br own 


br ay 


br im 


br ings 


br im 


t own 


s ay 


Tim 


s ings 


br ay 


d own 


m ay 


d im 


r ings 


br ings 


g own 


I ay 


r im 


w ings 


br ew 




n ay 


h im 


th ings 






d ay 


J im 


st ings 






b ay 


tr im 


si ings 






9 (^y 


gr im 


fl ings 






r ay 


V im 








h ay 


si im 








V «2/ 


wh im 








w ay 










tr ay 










fr ay 










gr ay 










pi ay 










st ay 










si ay 










flay 










40 







XXXI 

New phonogram: y. 
Rapid card review. 

y beginning a word is a voiced palatal. It is formed by raising 
the middle of the tongue toward the hard palate. 

Pronounce slowly, separating into parts, y ou, y es, y our. 
Combine with sounds previously learned, into: 



y ell 


y ell 


y et 


y ew 


ye 


y et 


s ell 


s et 


fl ew 


h e 


y ew 


fell 


m et 


si ew 


m e 


ye 


tell 


let 


st ew 


be 




N ell 


h et 


hi ew 


sh e 




d ell 


9 et 


m ew 


ih e 




hell 


j et 


few 






w ell 


p et 


d ew 






sh ell 


w et 
fret 


h ew 
p ew 





XXXII 

New phonograms: kn, ows. 

Rapid card review. 

kn has the k silent. The n is a voiced dental. 

Pronounce slowly, separating into parts, kn ows. 

Combine with sounds previously learned into: 



kn ot 


kn oiDs 


kn ell 


kn ack 


lot 


m oiDS 


s ell 


s ack 


tot 


I ows 


fell 


I ack 


n ot 


t ows 


t ell 


t ack 


d ot 


h ows 


N ell 


h ack 


c ot 


r ows 


d ell 


r ack 


g ot 


sh ows 


hell 


h ack 


h ot 


gr oivs 


w ell 


p ack 


j ot 


hi ows 


sh ell 


tr ack 


p ot 


st ows 


y ell 


hi ack 



41 



sh ot 


fl ows 




st ack 


pi ot 




kn ew 


si ack 


blot 


kn ee 


fl ew 




si ot 


s ee 


st ew 






fee 


si ew 




kn oiDS 


w ee 


bl ew 




kn ell 


tr ee 


m ew 




kn ack 


free 


f ew 




kn ew 


th ee 


d ew 




kn ot 


flee 


h ew 




kn ee 




p ew 





XXXIII 

New phonogram: sp. 
Rapid card review. 

sp is a compound sound formed by combining the voiceless 
dental s with the voiceless or stopped labial p. 

Pronounce slowly, separating into parts, sp ider, sp ell, sp ot. 
Combine with sounds previously learned into: 



sp ell 


sp ell 


sp are 


sp ot 


spy 


sp are 


kn ell 


m are 


lot 


fly 


sp ot 


s ell 


f are 


tot 


my 


spy 


fell 


d are 


n ot 


b y 




tell 


c are 


d ot 


shy 




N ell 


b are 


c ot 


fry 




d ell 


r are 


g ot 


ply 




bell 


h are 


h ot 


th y 




w ell 


p are 


j ot 


sly 




sh ell 


w are 


p ot 


wh y 




y ell 


sh are 
st are 
fl are 


sh ot 
pi ot 
blot 
si ot 
kn ot 


spy 



42 



XXXIV 

New phonogram: cr. 
Rapid card review. 

cr is a compound sound formed by combining the voiceless 
guttural hard c (sound of k) with the voiced dental r. 

Pronounce slowly, separating into parts, cr own, cr eak, cr y. 
Combine with sounds previously learned into : 



cr own 


cr own 


cr ack 


cr eep 


cr y 


cr ows 


cr ack 


br own 


s ack 


d eep 


m y 


s ows 


cr eep 


t own 


t ack 


p eep 


b y 


m ows 


cr y 


d own 


b ack 


w eep 


shy 


I ows 


cr ew 


g own 


r ack 


sh eep 


fry 


t ows 


cr oivs 


fr own 


J ack 


st eep 


ply 


b ows 






p ack 


si eep 


thy 


r ows 




cr ew 


tr ack 




sty 


gr ows 




br ew 


bl ack 




sly 


bl ows 






st ack 




wh y 


st ows 






si ack 




fly 


fl ows 






wh ack 




spy 


kn ows 






kn ack 









XXXV 

New phonogram: thr. 

Rapid card review. 

thr is a compound sound, formed by combining the voiceless 
dental th with the voiced dental r. In the th the tongue touches 
the upper teeth and the breath is forced through the teeth over 
the tongue. 

Pronounce slowly, separating into parts, thr ow, thr ew, thr ee. 

Combine with sounds previously learned into: 



thr one 


thr one 


thr ow 


thr all 


thr ows 


thr ow 


I one 


s ow 


fall 


s ows 


thr all 


t one 


m ow 


t all 


m ows 


thr ee 


c one 


I ow 
43 


c all 


I ows 



thr ew 


b one 


t ow 


b all 


t ows 


thr ows 




h ow 


h all 


b ows 




thr ee 


r ow 


st all 


r ows 




s ee 


sli ow 




sh ows 




f ee 


gr ow 


thr ew 


gr ows 




w ee 


hi ow 


cr ew 


bl ows 




tr ee 


st ow 


br ew 


st ows 




fr ee 


fl ow 




fl ows 




th ee 


kn ow 




kn ows 




flee 


cr ow 




cr ows 




kn ee 









XXXVI 

New phonograms: ad, v. 

Rapid card review. 

Pronounce slowly, separating into parts, h ad, b ad, v ery. 

Combine with sounds previously learned into: 

s ad V ery 

m ad 

I ad 

b ad 

p ad 
sh ad 



XXXVII 

New phonograms: ill, ags. 

Rapid card review. 

Pronounce slowly, separating into parts, b ags, w ill, J ill, t ill. 

Combine with sounds previously learned into: 



s ill 


b ags 


m ill 


r ags 


fill 


w ags 


bill 


st ags 


r ill 


fl ags 



44 



h ill 

J ill 

p ill 

w ill 

st ill 

ch ill 

sp ill 

thr ill 

XXXVIII 

New phonograms: an, oy. 

Rapid card review. 

Pronounce slowly, separating into parts, A^ an, r an, p an, b oy. 

Combine with sounds previously learned into: 



m an 


toy 


f an 


coy 


t an 


boy 


N an 


Roy 


D an 


joy 


c an 




b an 




r an 




p an 




V an 




th an 




br an 




sp an 





XXXIX 

New phonograms : ale, ey. 

Rapid card review. 

Pronounce slowly, separating into parts, wh ale, wh ey. 

Combine with sounds previously learned into: 

s ale wh ey 

m ale th ey 

45 



t ale 
d ale 
b ale 
g ale 
h ale 
p ale 
V ale 
st ale 
wh ale 



XL 



New phonograms: ide, umb, ood. 
Rapid card review. 

Pronounce slowly, separating into parts, r ide^ s ide, th umb, 
g ood. 

Combine with sounds previously learned into: 



s ide 


th umb 


g ood 


t ide 


m umb 


h ood 


b ide 


d umb 


st ood 


r ide 


cr umb 




h ide 






w ide 






si ide 






ch ide 






br ide 


XLI 




New phonograms: ave, out, ead. 




Rapid card review. 






Pronounce slowly, separating into 


parts, g ave, g out, br ead. 


Combine with sounds 


previously learned into: 


g ave 


g out 


br ead 


s ave 


p out 


I ead 


n ave 


sh out 


d ead 


D ave 


tr out 
46 


r ead 



c ave st out h ead 

g ave sp out tr ead 

r ave st ead 

p ave thr ead 

w ave 
sh ave 
gr ave 

st ave 

br ave 

kn ave 

cr ave 

XLII 

New phonograms: ould, ank, ound. 

Rapid card review. 

Pronounce slowly, separating into parts, c ould, th ank, f ound. 

Combine with sounds previously learned into : 

c ould th ank f ound 

w ould s ank s ound 

sh ould t ank m ound 

h ank h ound 

r ank r ound 

fr ank h ound 

pi ank p ound 

hi ank w ound 

cr ank gr ound 

XLIII 

New phonograms: ight, ump, un. 
Rapid card review. 

Pronounce slowly, separating into parts, Br ight, m ight, Fr ight, 
j ump, f un. 

Combine with sounds previously learned into: 

Br ight j ump f un 

s ight I ump s un 

47 



m ight h ump b un 

I ight h ump g un 

t ight j ump r un 

r ight pi ump p un 

pi ight ih ump sh un 

hi ight st ump si un 

fl ight si ump sp un 

kn ight 

XLIV 

New phonograms : ent, it, ig. 

Rapid card review. 

Pronounce slowly, separating into parts, w ent, b it, p ig. 

Combine with sounds previously learned into: 



w ent 


bit 


pig 


s ent 


s it 


fig 


I ent 


m it 


dig 


t ent 


lit 


big 


d ent 


fit 


rig 


b ent 


bit 


w ig 


r ent 


h it 




p ent 


p it 




V ent 


w it 




sp ent 


grit 

flit 

kn it 





XLV 

New phonograms: ime, aste, atch. 

Rapid card review. 

Pronounce slowly, separating into parts, t ime, t aste, c atch. 

Combine with sounds previously learned into : 
t ime t aste c atch 

I ime b aste m atch 

d ime h aste I atch 

48 



gr ime 


p aste 


h atch 


ch ime 


w aste 


h atch 


cr ime 




p atch 
th atch 



XLVI 

New phonograms: ock, uck. 

Rapid card review. 

Pronounce slowly, separating into parts, cl ock, sir uck. 

Combine with sounds previously learned into: 



cl ock 
cl ot 
cl ay 
cl ings 
cl ew 
cl own 
cl ad 
cl ime 

cl ay 
s ay 
m ay 
b ay 
n ay 
d ay 

9 ay 

r ay 
h ay 
p ay 
w ay 
tr ay 
gr ay 
pi ay 
st ay 
si ay 



str uck 
str ay 
str ings 
str ew 
str ide 



cr ew 

br ew 
thr ew 

cl ings 

s ings 

r ings 

w ings 

th ings 

st ings 

fl ings 

br ings 

str ings 



cl ad 

s ad 

m ad 



cl ock 

m ock 

I ock 

d ock 

r ock 

sh ock 

fr ock 

bl ock 

st ock 

kn ock 

cl ew 

fl ew 

si ew 

st ew 

bl ew 

m ew 

J ew 

d ew 

h ew 

p ew 

cl ime 
t ime 

d ime 
49 



str uck 

I uck 

d uck 

b uck 

tr uck 

pi uck 

st uck 

cl own 

t own 

d own 

g own 

fr own 

cr own 

str ings 
s ings 
r ings 
w ings 
th ings 
st ings 
si ings 
fl ings 
br ings 
cl ings 



cl ot 

I ot 

t ot 

n ot 

d ot 

c ot 

9 ot 

h ot 

p ot 

sh ot 

pi ot 

blot 

si ot 

kn ot 

sp ot 

cl ot 

str ay 
s ay 

m ay 

lay 

d ay 

b ay 

9 ay 
r ay 



flay 


I ad 


gr 


ime 




h ay 


br ay 


b ad 


ch 


ime 


str ide 


p ay 




h ad 


cr ime 


s ide 


w ay 




p ad 






t ide 


tr ay 




sh ad 






b ide 
r ide 
h ide 
w ide 
si ide 
ch ide 
br ide 


gr ay 
pi ay 
st ay 
si ay 
br ay 
cl ay 



XLVII \ 

New phonograms: ade, ore, ine. 

Rapid card review. 

Pronounce slowly, separating into parts, m ade^ m ore, f ine. 

Combine with sounds previously learned, into: 



m ade 


m ore 


f ine 


f ade 


s ore 


I ine 


j ade 


I ore 


d ine 


w ade 


t ore 


k ine 


sh ade 


c ore 




tr ade 


b ore 




gr ade 


p ore 




bl ade 


w ore 




sp ade 


sh ore 
st ore 





XLVIII 

New phonograms: ine, ick, ain. 

Rapid card review. 

Pronounce slowly, separating into parts, / ine, st ick, pl ain. 

Combine with sounds previously learned into: 

/ ine st ick pl ain 

m ine s ick m ain 

50 



I ine I ick f ain 

n ine t ick g ain 

d ine w ick r ain 

p ine k ick p ain 

w ine tr ick tr ain 

sh ine th ick sir ain 

V ine ch ick gr ain 

th ine br ick v ain 

wh ine cl ick st ain 

br ine si ain 

sp ine br ain 

XLIX 

New phonograms : ea, ean. 

Rapid card review. 

Pronounce slowly, separating into parts, t ea, I ean. 

Combine with words previously learned into: 

t ea I ean 

s ea m ean 

I ea b ean 

cl ean 



New phonograms: oke, een, ane. 

Rapid card review. 

Pronounce slowly, separating into parts, br oke, gr een, I ana 

Combine with words previously learned into: 

br oke gr een I ane 

j oke s een s ane 

p oke k een m ane 

w oke sh een p ane 

ch oke w ane 

y oke V ane 

sp oke cr ane 



sir oke 



51 



LI 

New phonograms: oon, uch, aught. 

Rapid card review. 

Pronounce slowly, separating into parts : sp ooriy s uchy c aught. 

Combine and compare: 



sp oon 


s uch 


c aught 


s oon 


m uch 


t aught 


m oon 




n aught 


n oon 






cr oon 







LII 

New phonograms : ing, ling. 

Rapid card review. 

Pronounce slowly, separating into parts, fish ing, dump ling. 

Combine and compare: 

fish ing dump ling 

look ing tumb ling 

stock ing 

LIII 

New phonograms: ly, y, ty. 

Rapid card review. 

Pronounce slowly, separating into parts, sil ly, sleep y. Hump ty. 

Combine and compare: 



sil ly 
sound ly 


sleep y 
Marger y 

LIV 


Hump ty 

Dump ty 

Jigge ty 


New phonograms: 
Rapid card review. 


er, der, ter. 
52 





Pronounce slowly, separating into parts, fast er, un der, wa ter. 
Combine and compare: 

wa ter 

af ter 

mas ter 



fast er 


un der 


corn er 


wan der 


Horn er 


spi der 


oth er 


gan der 


moth er 




grandmoth er 




togeth er 




roost er 




Tink er 





LV 



New phonograms: ket, ret. 

Rapid card review. 

Pronounce slowly, separating into parts, mar ket, gar ret. 

Compare: mar ket gar ret 



LVI 

New phonograms: a, a, a, a. 

Rapid card review. 

Pronounce slowly, separating into parts, s ails, b ag,f all, h are. 

Compare : 



s ails 


s ame 


b ag 


fall 


h are 


g ain 


s aij 


m at 


ball 


b are 




s ale 


s ad 


c all 


c are 




w aste 


m an 


hall 


d are 




m ade 


s ank 


t all 


r are 




I ane 


c atch 
53 


w all 


w are 



LVII 

New phonograms: e, ee, S, e, e, e. 
Rapid card review. 

Pronounce slowly, separating into parts, m e, tr ee, g et, h er, 
th ere, th ey. 



Compare : 










m e 


s ee 


g et 


h er 


th ere 


h e 


tr ee 


th em 


Horn er 


wh ere 


sh e 


sh eep 


m en 


Tinh er 






gr een 


s ent 


oth er 


th ey 




f ee 




moth er 


wh ey 




w ee 









LVIII 

New phonograms : i, i, k 

Rapid card review. 

Pronounce slowly, separating into parts, / ind, did,b ird. 

Compare : 



f ind 


d id 


h ird 


r ide 


d im 


th ird 


m ight 


m ill 




t ime 


bit 




f ine 


pig 
st ich 





LIX 

New phonograms: o, o, o, p. 
Rapid card review. 

Pronounce slowly, separating into parts, g a, s o ; n ot, g ot ; 
n or; d o. 



Compare : 








go 


n ot 


n or 


d 


S 


g ot 


f or 


to 


n 


t op 




wh 


hi ow 


r ock 






r ow 









54i 



LX 

New phonograms: u, u, u. 

Rapid card review. 

Pronounce slowly, separating into parts, M uf fet, f ull, u sed. 

Compare: 

u sed M uffet f idl 

t uf fet p ulled 

up 
us 
b ut 



PHONOGRAMS 







] 


[nitials 






b 




bl 


thr 




c 




br 


wh 




d 




ch 


y 




f 




cr 






9 




fl 






h 




fr 






• 

3 




gr 






k 




kn 






I 




Pl 






m 




sl 






n 




sp 






V 




St 






r 




th 






s 




tr 






t 




Stems 




ack 




atch 


ick 


ot 


ad 




aught 


id 


ould 


ode 




are 


ide 
55 


ound 



ags 


ay 


ie 


out 


ail 


e 


W 


ow 


ain 


ea 


ight 


own 


air 


ead 


ill 


ows 


ale 


ean 


im 


oy 


all 


ee 


ime 


uch 


ame 


eep 


ind 


uck 


an 


ell 


ings 


ue 


arte 


em 


ine 


um 


ank 


en 


it 


umh 


are 


ent 


ive 


ump 


aste 


et 


oast 


un 


at 


ew 


ock 


y 




ey 


09 


er 






oke 


der 






one 


ter 






ood 


thr 






oon 


ket 






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ling 






am 


ly 
ty 



56 







WORD LIST 




p. 2, a 


P- 


10,1 


p. 18, poor 


tumble 




am 


hungry 


down 




said 


get 


the 




was 


bone 






it 


bare 


p. 3, cat 




my 


will 


cupboard 






she 




P- 


11, what 




p. 4, and 
is 


X 


great 
boy 


p. 19, when 
got 
there 


in 


P- 


13, Miss Muffet 


so 


w 9 1 




on 


none 


p. 5, can t 




tuffet 


but 


see 
me 




curds 
whey 


pp. 20-22, Review 


p. 7, Kttle 

Jack Horner 


P- 


14, spider 
came 


p. 24, Bo-Peep 
has 
lost 


sat 
corner 




frightened 


sheep 
are 




P- 


15, her 




p. 8, eating 




beside 


p. 25, find 


Christmas 




away 


tell 


pie 




sitting 


where 


he 






they 




P- 


17, old 


him 


p. 9, plum 




Mother Hubbard 


put 




went 


p. 26, come 


his 




to 


home 


thumb 




had 


them 


pulled 




dog 


alone 


out 




bow-wow 
57 


you 



p. 27, let 


P- 


38, 


tit-tat-toe 


p. 


46, 


all 


wagging 






row 






king's 


their 






three 






horses 


tails 






say 






men 


behind 






yes 






could 


have 






no 






again 
fell 


p. 28, whose 


P- 


39, 


, this 








art 
thou 






pig 
market 


P- 


47, 


, time 
of 


Tommy Tinker 




stayed 






KJX 

day 
one 


Tommy Tinker's 




roast 






how 






beef 






o'clock 


says 






wee-wee 






two 


p. 30, pussy 


P- 


41. 


, Boy Blue 








been 






blow 


p. 


48, 


, ran 


London 






your 






were 


Queen 






horn 








p. 31, did 


P- 


42. 


, meadow 


PF 


). 49-51, Review 


mouse 






haystack 








under 






soon 


P- 


52, 


, Jack Sprat 


chair 
do 






no one 

asleep 

by 






Jack Sprat's 

very 

big 


p. 32, ding-dong 
bell 


P- 


43. 


, sheep's 






lean 
fat 


well 






cow's 






wag 


who 






way 
mind 






tail 


Tommy Lin 






fast 








Johnny Stout 








P- 


53, 


, can 




P- 


45: 


, Humpty Dumpty 






p. 33, peek-a-boo 
hiding 
girl 






wall 

go 

not 


p. 


54. 


, Poll Parrot 
garret 
toast 


good 






fall 






tfip 


from 






back 
off 






into 
house 


pp. 34-37, Review 






58 






at 



pp. 63 
p. 66, 



p. 67, 



p. 55, Robin Redbreast 

upon p. 62, 

tree 

up 

if 

bad 

saw 

p. 56, rooster 

cock-a-doodle-doo 
dance 
without 
shoe 

p. 57, indeed 

p. 58, buy 

jiggety-jig 

hog 

jiggety-jog 

bun 

done 

p. 59, black 
loves 
master 
dame 
lives 
lane 
baa 
love 

p. 60, any 
wool 
sir 
bags 
full 
for 
that p. 70, 

p. 61, us 

with 
bag 



p. 68, 



p. 69, 



bed 

Slow 

Sleepy Head 

pan 

Hungry Nan 

before 

eat 

we 

-65, Review 

blackbirds 
hill 

named 
Jill 

fly 

flew 

diddle 

dumpling 

son 

John 

stockings 

funny 

green 
brown 
yellow 
heart 

ride 

shall 

tied 

side 

grandmother 

other 

together 

fiddlestick 

knows 

till 

finds 

found 

59 



p. 71, play 
now 
too 

p. 72, pail 
water 
broke 
crown 
tumbling 
after 

p. 73, morning 
help 

p. 75, Simple Simon 
met 
pieman 
going 
fair 
taste 

p. 76, laughed 
first 
show 
penny 
then 
give 

p. 77, a-fishing 
catch 
fish 
whale 
silly 
mother's 

p. 78, ware 

pp. 79-82, Review 

p. 83, see-saw 
which 

London Town 
foot 
fun 
jump 



p. 85, woman 


p. 92, dickory- 


p. lOS, Kmg Cole 


an 

1 * 1 


dickory-dock merry 


lived 


clock 


soul 


know 


struck 


called 




stopped 


pipe 


p. 86, some 


made 


bowl 


children 


noise 


fiddlers 


many 


as 




sometimes 




p. 105, coat 


didn't 


p. 93, four 


warm 




five 


don't 


p. 87, gave 
broth 
bread 


caught 

alive 

bit 

finger 

oh 


hurt 
harm 


whipped 


p. 106, fire 






sit 


p. 88, please 


pp. 94-97, Review 


nice 


today 




food 


soundly 

here 

thank 


p. 99, Mother Goose 




gander 
fine 


p. 107, baby 
likes 




would 


ball 


p. 89, Bright 


through 


cradle 


might 


air 


runs 


Fright 






because 


p. 100, plain 


p. 108, rock-a-by 




looking 


top 


p. 90, hay 


nor 


wind 


lazy 


look 


blows 


more 




rock 


than 
1 1 


p. 101, wanted 


shakes 


brook 


wander 


sings 


why 


lad 






yet 


p. 109, ships 


p. 91, field 


man 


sailing 


lay 




New Year's 


owl 


p. 102, Margery Daw 


think 


about 


new 


pretty 


soft 


won't 


girls 


over 


work 




hoo-hoo 


faster 
60 


pp. 110-117, Review 



p. 118, apple p. 119, 

bird 
hid 

p. 119, egg 

nest p. 120, 

flower 

loved 

best 

used 



keep 


p. 121, woke 


ivy 


while 


green 


kite 


high 


sky 




uncle 


gold 


violet 


ate 


p. 122, work 


our 


small 


orchard 


zero 


pear 


nothing 



61 



PART III 

FIRST READER: SECOND HALF-YEAR 

GENERAL 

Before the pupil takes up the First Reader, he should 
have completed the Primer, and gained some ability to read 
for himself. He should be able to recognize at sight at least 
four hundred words, and to pronounce many more by apply- 
ing his knowledge of the phonograms. If the Manual for the 
Primer has been followed, these phonograms have been de- 
rived from words the pupils have been able to recognize as 
wholes. If the phonic exercises have been carefully given 
the pupil ought to be able to pronounce several hundred 
words. These will serve as a key to the pronunciation 
of most of the words he will be called upon to recognize. 
Furthermore, the character of the content and the manner 
of its presentation ought to have enabled the pupil not 
merely to pronounce words, but to group them in sentences 
so as to grasp the thought. 

The First Reader continues the method begun in the 
Primer. Nursery rhymes are succeeded by fables, folk 
tales, fairy tales, nature stories, and easy verse. On the 
words used in the Primer as a foundation the child's vo- 
cabulary is gradually built up. The work of the second half- 
year will, of course, proceed more rapidly than that of the 
first half-year, for the children should have acquired greater 

62 



reading power. The teacher must not on this account 
relax her efforts. No reading lesson should be taken up 
without careful preparation on the teacher's part. The 
attention of the children should be called to all the new 
words and their meaning explained. The content of the 
story should then be dwelt on so as to rouse the interest of 
the children and make them eager to read it. 

In taking up the reading lesson in detail, the teacher 
should make sure by questioning that the thought of each 
sentence is clear to the pupils. After the lesson has been read 
the children should be encouraged to tell the story in their 
own words. 

Wherever possible, dramatization should be employed. 
With a little encouragement children will "pla}^ out" easy 
stories. Several stories in the First Reader are in dra- 
matic form. These will serve as models for the teacher in 
assisting the children to dramatize the selections in the 
book. Such stories as "Red Riding Hood," "The Three 
Bears," "How the Bear Lost His Tail," and "Why the Sea 
is Salt" are full of dramatic interest and lend themselves 
easily to dramatization. 

"The Mulberry Bush" is an old game that little chil- 
dren love to play. 

When taking up the nature stories, "Billy's Lesson" 
and "How Peter Rabbit Ran Away," the teacher should 
not miss the opportunity afforded for giving brief talks 
on the habits of the squirrel and the rabbit. Such talks 
will not only increase the pleasure of the children in the 
reading lesson, but will rouse their interest in nature sub- 
jects generally. 



63 



PHONIC EXERCISES 



Phonograms: op, ook. 

Rapid card review of previous lesson. 

Pronounce slowly, separating into parts, st op, sh ook. 

Combine with sounds previously learned into: 



st op 


sh ook 


m op 


b ook 


p op 


c ook 


t op 


h ook 


ch op 


I ook 


cr op 


n ook 


sh op 


t ook 




br ook 



II 

Phonograms: ake, ats. 

Rapid card review of previous lesson. 

Pronounce slowly, separating into parts, / ake, h ats. 



t ake 


h ats 


b ake 


b ats 


c ake 


c ats 


I ake 


m ats 


m ake 


p ats 


r ake 


r ats 


s ake 


V ats 


w ake 


ch ats 


br ake 


fl ats 


fl ake 


si ats 


sh ake 




st ake 





64 



Ill 

Phonograms: ox, ask, ed. 

Rapid card review of previous lessons. 

Pronounce slowly, / ox, ask, ask ed. 

Combine with sounds previously learned into: 



f ox 


ask 


ask ed 


b ox 


b ask 


fidl ed 


foxy 


c ask 


frighten ed 




m ask 


stay ed 




t ask 


laugh ed 
call ed* 



IV 

Phonograms: ars, ink. 

Rapid card review of previous lessons. 

Pronounce slowly, separating into parts, st ars, tw inkling. 



st ars 


tw ink (ling) 


b ars 


I ink 


c ars 


m ink 


j ars 


p ink 


m ars 


r ink 


sp ars 


s ink 




w ink 




bl ink 




br ink 




th ink 



Phonograms: ard, ears, old. 

Rapid card review of previous lessons. 

Pronounce slowly, h ard, ears, t old. 

*In separating and combining phonograms, the teacher should be care- 
ful to have the sounds blend one into another, and not to pronounce the 
word incorrectly by adding to the number of syllables. Thus, " asked " 
has several sounds, but only one syllable, the separate sounds blending as 

ask ed. 

65 



Combine with sounds previously learned into: 



h ard 


ears 


t old 


h ard 


d ears 


h old 


c ard 


/ ears 


c old 


I ard 


h ears 


fold 


y ard 


r ears 


g old 




t ears 


h old 




y ears 


s old 




sh ears 





VI 

Phonograms: unch, ike, ies, dr, cl, ose. 
Rapid card review of previous lessons. 

Pronounce slowly, separating into parts, I unch, I ike, I ies, 
dr ive, cl ose. 



I unch 


I ike 


I ies 


dr ive 


b unch 


d ike 


p ies 


dr ags 




p ike 


t ies 


dr ain 


cl ose 


sp ike 


cr ies 


dr ank 


cl ay 




fl ies 


dr ead 


cl ean 


cl ose 


sp ies 


dr ill 


cl ick 


h ose 


tr ies 


dr um 


cl ime 


p ose 






cl ing 


r ose 






cl ings 


ch ose 






cl ock 


th ose 






cl og 








cl oy 








cl ue 








cl ump 









VII 

Phonograms: ole, ence, qu, eer. 
Rapid card review of previous lessons. 

Pronounce slowly, separating into parts, st ole, f ence, qu eer, 

66 



Combine with sounds previously learned into 



st ole 


f ence 


qu eer 


qu eer 


h ole 


h ence 


qu ack 


d eer 


m ole 


p ence 


qu aHs 


j eer 


f ole 


th ence 


qu HI 


I eer 




wh ence 


qu ick 


p eer 
ch eer 



VIII 

Phonograms: ilk, ought, eat, esh, arm. 
Rapid card review of previous lessons. 

Pronounce slowly, separating into parts, m Hk, th ought, m eat, 
fr eshy f arm. 

Combine with sounds previously learned into: 



m Hk 


th ought 


m eat 


fr esh 


f arm 


s Hk 


b ought 


h eat 


m esh 


h arm 




f ought 


h eat 


fl esh 


ch arm 




s ought 


n eat 

s eat 

ch eat 







IX 

Phonograms: squ, uts, eaves, lie. 
Rapid card review of previous lessons. 

Pronounce slowly, separating into parts, squ ir rel, n uts, 
I eaves, wh He. 

Combine with sounds previously learned into: 



squ ir rel 


n uts 


I eaves 


wh He 


squ all 


c uts 


h eaves 


f He 


squ are 


r uts 


w eaves 


m He 




sh uts 




p He 
t He 
V He 

st He 



67 



X 

Phonograms: elt, pr. 

Rapid card review of previous lessons. 

Pronounce slowly, separating into parts, / elt, pr ess ed. 

Combine with sounds previously learned into: 



felt 


pr ess ed* 


belt 


pr anh 


m elt 


pr ay 


p elt 


pr ide 


w elt 


pr ime 




pr ies 




pr op 



XI 

Phonograms: ish, oat. 

Rapid card review of previous lessons. 

Pronounce slowly, separating into parts, w ish, b oat. 

Combine with sounds previously learned into: 

w ish b oat 

d ish c oat 

f ish g oat 

fl oat 

XII 

Phonograms: ed, eal, oose, ant, self, our. 
Rapid card review of previous lessons. 

Pronounce slowly, separating into parts, r ed, r eal ly, g oose, 
pi ant, her self, fl our. 

Combine with sounds previously learned into: 

r ed r eal (ly) g oose pi ant 

b ed d eal l oose ch ant 

f ed h eal m oose gr ant 

I ed m eal si ant 

* See note, p. 65. 
68 



N ed 


s eal 


her self 




Ted 


V eal 


him self 


fl our 


10 ed 


w eal 


my self 


h our 


sh ed 


st eal 




s our 


hi ed 








fled 








si ed 









XIII 

Phonograms: eed, ace, url, eel, ept, ass. 
Rapid card review of previous lessons. 

Pronounce slowly, separating into parts, / eed ing, pi ace, c url, 
wh eel, k ept, gr ass. 

Combine with sounds previously learned into: 



/ eed (ing) 


pi ace 


c url 


wh eel 


d eed 


f ace 


furl 


f eel 


h eed 


I ace 


h url 


h eel 


n eed 


p ace 


ch url 


p eel 


r eed 


r ace 




r eel 


s eed 


hr ace 


gr ass 




w eed 


gr ace 


b ass 


h ept 


hi eed 


sp ace 


I ass 


w ept 


cr eed 


tr ace 


m ass 


cr ept 


fr eed 




p ass 


si ept 


st eed 




hr ass 
cl ass 





XIV 

Phonograms: est, its, ong. 

Rapid card review of previous lessons. 

Pronounce slowly, separating into parts, qu eer est, s its, I ong. 

Combine with sounds previously learned into: 

{qu eer) est s its I ong 

h est h its d ong 

69 



j est 


fits 


g ong 


I est 


h its 


s ong 


n est 


m its 


pr ong 


p est 


p its 


th ong 


r est 


w its 




t est 


fl its 




V est 


kn its 




10 est 


si its 




hi est 






ch est 






cr est 






qu est 







XV 

Phonograms: eg, ust, ang, uch, ost, oom. 
Rapid card review of previous lessons. 

Pronounce slowly, separating into parts, I eg, saw dust, b ang, 
m uch, m ost, r oom. 



leg 


{saw) d ust 


h ang 


m uch 


h eg 


g ust 


9 ang 


s uch 


peg 


m ust 


h ang 




dr eg 


r ust 


p ang 


m ost 




cr ust 


r ang 


h ost 


r oom 


ihr ust 


s ang 


p ost 


b oom 


tr ust 


cl ang 




d oom 








I oom 








bl oom 








br oom 








qr oom 









XVI 

Phonograms: oak, gl, alk. 
Rapid card review of previous lessons. 

Pronounce slowly, separating into parts, cl oak, t alk, gl ad, 

70 



Combine with sounds previously learned into: 



cl oak 


gl ad 


t alk 


s oak 


gl are 


w alk 


cr oak 


gl en 


ch alk 




gl ass 


st alk 




gl oat 






gl oom 






gl ow 






gl lie 





XVII 

Phonograms: aid, ich, ool. 

Rapid card review of previous lessons. 

Pronounce slowly, separating into parts, I aid, r ich, fool. 

Combine with sounds previously learned into: 



I aid 


r ich 


f ool 


m aid 


wh ich 


c ool 


p aid 




p ool 


r aid 




t ool 


br aid 




st ool 


afr aid 







XVIII 

Phonograms: ext, ast, eam. 

Rapid card review of previous lessons. 

Pronounce slowly, separating into parts, n ext, I ast, dr eam ed. 

Combine with sounds previously learned into: 



n ext 


I ast 


dr eam {ed)* 


t ext 


c ast 


b eam 




f ast 


r eam 




m ast 


s eam 




p ast 


t eam 




hi ast 


cr eam 
st eam 




* See note, p. Qo. 






71 





XIX 

Phonograms: each, ie, eak, airs, up. 

Rapid card review of previous lessons. 

Pronounce slowly, separating into parts, each, I ie, up, st airs. 

Combine with sounds previously learned into: 



each 


I ie 


up 


st airs 


h each 


d ie 


c up 


f airs 


p each 


p ie 


p up 


h airs 


r each 


t ie 


s up 


p airs 


t each 


V ie 




ch airs 


hi each 








br each 








vr each 









XX 

Phonograms: inds, ough, arks. 
Rapid card review of previous lessons. 

Pronounce slowly, separating into parts, m inds, en ough, 
foot m arks. 

Combine with sounds previously learned into: 

m inds en ough (foot) m arks 

h inds r ough h arks 

f inds h arks 

r inds I arks 

w inds p arks 

hi inds sh arks 

sp arks 



XXI 

Phonograms: ues, end, scr, urch, ub. 
Rapid card review of previous lessons. 
Pronounce slowly, separating into parts, 
scr ub, ch urch. 

72 



T ues day, m end. 



Combine with sounds previously learned into: 



T ues 


{day) 


m end 


scr uh 


scr uh 


ch urch 


d ues 




h end 


h uh 


scr atch 


I urch 


h ues 




I end 


t uh 


scr ew 




s ues 




s end 


cl uh 


scr earn 




gl ues 




t end 
w end 
tr end 


gr uh 

st uh 


scr im 





XXII 

Phonograms: and, arms, sm. 

Rapid card review of previous lessons. 

Pronounce slowly, separating into parts, st and, arms, sm all er. 

Combine with sounds previously learned into : 

st and arms sm all (er) 

h and h arms sm ell 

h and {a)l arms sm elt 

I and sm He 

s and sm oke 

hi and sm ears 
gr and 
st and 



XXIII 

Phonograms: ird, urn, sw, cap, ash. 
Rapid card review of previous lessons. 

Pronounce slowly, separating into parts, h ird, h urn, siu eeps, 
ash h cap. 

Combine with sounds previously learned into: 

b ird h urn sw eeps ash 

th ird t urn sw ay c ash 

73 



ch urn 



(ash) h eap 
I eap 
r eap 



sw ell 


d ash 


sw im 


h ash 


sw ine 


I ash 


sw ings 


r ash 


sw ore 


s ash 




fl ash 




si ash 




sm ash 




thr ash 




tr ash 



XXIV 

Phonograms: eak, owe, ed, s. 
Rapid card review of previous lessons. 

Pronounce slowly, separating into parts, cr eak, cr eah s, 
fl ow ed. 

Combine with sounds previously learned into: 

cr eak creak s fl ow ed* 

b eak bear s l ow ed 

l eak burn s m ow ed 

p eak broom s r ow ed 

w eak stick s gl ow ed 

bl eak sweep s st ow ed 

sp eak 

squ eak 

XXV 

Phonograms: ise, d, s. 

Rapid card review of previous lessons. 

Pronounce slowly, separating into parts, w ise, close d. 

Combine with sounds previously learned into: 

w ise close d 

r ise lie d 

* See note, p. 65. 

74 



XXVI 

Phonograms: ields, ilt, sc, oes. 
Rapid card review of previous lessons. 

Pronounce slowly, separating into parts, / ields, sp ilt, sc old, 
g oes. 

Combine with sounds previously learned into: 



/ ields 


sp ilt 


sc old 


g oes 


y ields 


h ilt 


sc an 


f oes 


sh ields 


k ilt 


sc ant 


t oes 




w ilt 


sc are 


w oes 




qu ilt 


sc our 

sc ow 
sc um 





XXVII 

Phonograms: ut, gl, ath. 

Rapid card review of previous lessons. 

Pronounce slowly, separating into parts, gl ee, sh ut, p ath. 

Combine with sounds previously learned into : 

gl ee sh ut p ath 



gl ad 


h ut 


b ath 


gl ade 


c ut 


I ath 


gl are 


r ut 




gl ass 






gl earn 






gl ean 






gl en 






gl oat 






gl oom 






gl ow 






gl ue 






gl um 







75 



XXVIII 

Phonograms: ild, oof. 

Rapid card review of previous lessons. 

Pronounce slowly, separating into parts, ch ild, r oof. 

Combine with sounds previously learned into: 



ch ild 


r oof 


m ild 


h oof 


w ild 


w oof 




pr oof 




(a) I oof 



XXIX 

Phonograms: aw, sn, ice. 

Rapid card review of previous lessons. 

Pronounce slowly, separating into parts, c aw, sn ow, ice. 

Combine with sounds previously learned into: 



c aw 


sn ow 


ice 


j aw 


sn ails 


d ice 


I aw 


sn ake 


m ice 


p aw 


sn are 


pr ice 


s aw 


sn atch 


r ice 


cl aw 


sn eer 


sp ice 


dr aw 


sn ore 


tr ice 


fl aw 


sn ows 


thr ice 


th aw 


sn uh 




squ aw 







XXX 

Phonograms: ful, ap. 
Rapid card review of previous lessons. 
Pronounce slowly, separating into parts, dreadful, sn ap. 

76 



Combine with sounds previously learned into: 


dread fid 


sn ap 


hand Jul 


c ap 


glee Jul 


g ap 


sled Jul 


I ap 




m ap 




n ap 




r ap 




s ap 




t ap 




ch ap 




cl ap 




sl ap 




tr ap 



XXXI 

Phonograms: alt, other, use. 

Rapid card review of previous lessons. 

Pronounce slowly, separating into parts, s alt, br other, use. 

Combine with sounds previously learned into : 

s alt br other use 

h alt other f use 

m alt m other m use 

an other 

sm other 



XXXII 

Phonograms: ife, oud, elf. 

Rapid card review of previous lessons. 

Pronounce slowly, separating into parts, w ife, pr oud, yours elf. 

77 



Combine with sounds previously learned into: 



w ife 


pr oud 


(your) s elf 


life 


I oud 


(her) s elf 


r ife 




(him) s elf 


Icn ife 




{my) s elf 
sh elf 



XXXIII 

Phonogram: isp. 

Rapid card review of previous lessons. 

Pronounce slowly, separating into parts, wh isp er ed. 

Combine with sounds previously learned into: 

wh isp {er ed)* 
I isp 
w isp 
cr isp 

XXXIV 

Phonogram: een. 

Rapid card review of previous lessons. 
Pronounce slowly, separating into parts, s een. 
Combine with sounds previously learned into: 

s een 
gr een 
sh een 

PHONOGRAMS 

Initials 

cl pr sw 

dr gl sc 

qu scr sm 

squ sm 

* See note, p. 65. 
78 



Stems 



ace 


each 


ice 


oak 


uh 


aid 


eak 


ich 


oat 


uch 


airs 


eal 


ie 


oes 


ues 


ake 


earn 


ields 


oh 


unch 


alk 


eap 


ies 


old 


up 


all 


ears 


ife 


ong 


urch 


alt 


eat 


ike 


oof 


url 


and 


eaves 


ild 


ook 


urn 


ang 


eed 


He 


ool 


use 


ant 


eel 


ilk 


oom 


ust 


ard 


eer 


ill 


oose 


ut 


arks 


eg 


inds 


op 


uts 


arms 


elf 


ink 


ose 




ars 


elt 


ird 


ost 




ash 


end 


ise 


other 




ask 


ept 


ish 


oud 




ass 


esh 


isp 


ough 




ath 


est 


irs 


ought 




ats 


ext 




our 




aw 




Endings 

self 
s 

ded 
ful 


owe 
ox 





79 







WORD LIST 




p- 


1, once 


p. 7, Mrs. 


p. 15, comes 




hop 


asked 


jumping 




cried 


ask 


drive 




stop 


coming 






window 


heard 


p. 16, lies 




shook 




falls ^ 


p- 


2, began 


p. 8, moon 

twinkling 


running 
wake 




along 


stars 

night 

quoth 






sill 


p. 17, waking 


P- 


3, sun 


family 


p. 18, close 


A^ 


shines 


every 






birds 


p. 9, chicken 


p. 19, summer 




brooks 


playing 


roses 




posies 


something 


notion 




hats 


hard 


queer 




pleasant 


falling 


p. 20, stole 


P- 


4, shining 


p. 10, Hen Pen 


fence 






eyes 


clambered 


P- 


5, hear 


ears 


climbed 


X 


sing 


Turkey 






want 


told 


p. 21, mouse's 




take 




bring 




shoes 


p. 11, Foxy 


milk 




wade 


p. 12, den 


thought 


P- 


6, fox 


never 


p. 22, leaped 


X 


hen 


p. 13, may 


thus 




eggs 


basket 


farmer 




box 


lunch 






slats 


like 
80 


p. 23, meat 



p. 24, butcher 


p. 36, red 


p. 46, pushed 




grain 


stone 


p. 25, baker 


wheat 


rolled 




really 


near 


p. 26, fresh 


cocked 


barking 


loaves 


eye 




promised 




p. 47, place 




p. 37, called 


another 


p. 27, took 


goose 


p. 48, curled 
wheel 


p. 28, Billy 


p. 38, plant 




Billy's 


planted 


p. 49, kept 


lesson 


herself 


still 


squirrel 




moving 


nuts 
while 


p. 39, grains 
myself 


grass 
jumped 


p. 30, peeped 


grown 


p. 50, foxes 


looked 






leaves 


p. 40, gather 


p. 51, ever 


ground 


gathered 


queerest 


forgot 




long 


p. 31, felt 


p. 41, mill 
miller 


sits 
flies 


hawk 
hole 


flour 


p. 52, playroom 




Teddy Bear 


«!^/^ 


p. 42, ready 


Teddy Bear's 


p. 32, move 


chicks 


watching 
automobile 


p. 33, gone 


M r^ ^ A 


himself 


forget 


p. 43, loaf 


Flossie 


pressed 


p. 44, chickens 


doll's 


p. 34, Mary 

frolicsome 


feeding 
bottom 


p. 53, doll 

honk-honk 

p. 54, around 


p. 35, wish 


p. 45, should 


almost 


boat 


dinner 


Woolly Lamb 


nowers 


ones 


Jack-in-the-box 


carry 


thinking 


holding 



81 



p- 


55, much 


P- 


64, foolish 


p. 74, upstairs 




bang 




geese 


low 




bumped 




laid 






nose 




golden 
everything 


p. 75, cool 

breakfast 


p- 


56, right 




every 
rich 


spoon 




Teddy's 
leg 




X x\^xx 


p. 76, eaten 




sawdust 


p. 


65, pine 
grew 
needles 


p. 77, lying 


p- 


57, riding 
hood 




happy 
next 


p. 78, pillow 

speaking 




cloak 






dream 




butter 


P- 


66, world 


wide 




cake 




cry 






P- 


67, glass 


p. 79, minds 


p- 


58, glad 




be 


X^ '' 




set 




last 


p. 80, lion 




grandmother's 






enough 




woodcutters 


P- 


68, trees 


sick 




wolf 


X 


covered 






wicked 




goat 


p. 81, animals 
lion's 


p- 


59, woods 


P- 


69, oak 

dreamed 


friends 
foot-marks 


p- 


60, walked 






point 






P- 


70, bears 

1 


p. 82, round 


p- 


61, knocked 
door 




bear 

middle-sized 

each 

dish 

porridge 


mulberry 
bush 




opened 
sticks 




early 
Monday 








wash 










clothes 


p- 


62, must 
cold 
better 


P- 


71, lie 
hot 
dishes 
walk 


p. 83, iron 

Tuesday 
mend 


p- 


63, teeth 




left 


Wednesday 




killed 




open 


bake 




talk 




Golden Hair 


Thursday 



82 



p. 84, room 
Friday 
scrub 
floor 

Saturday 
Church 
Sunday 

p. 85, name 

Snowman 

p. 86, friend 
Dick 
evening 
stand 

p. 87, bark 

barked 
stands 
stare 
ha 

p. 88, dear 
arms 
dripping 
growing 
smaller 

p. 89, to-night 

p. 90, lady-bird 
cooking 
burnt 
wing 
creak 
broom 

p. 91, weeps 
sweep 
cart 

sweeping 
creaks 
sweeps 
ash-heap 



p. 92, burn 
rustle 

p. 93, burns 

p. 94, flowed 
closed 

p. 95, farm 
most 
young 
I'm 
here's 
worm 

p. 96, wise 
stole 

p. 97, Hansel 
Gretel 

p. 98, candy 
hurrah 
spilled 
fields 

p. 99, pudding 
father 

p. 100, sold 

brooms 
cook 

p. 101, dark 
berries 

p. 102, sandman 
sleep 
dreams 
slumber 
sweet 
83 



p. 103, scold 
path 
goes 
anything 

p. 104, gingerbread 
looks 
wonder 
takes 
hand 

p. 105, sugar 
plums 
holus 
polus 

p. 106, afraid 
kill 
fatter 
oven 

p. 107, easy 
opens 
shut 

p. 108, real 
touch 
touching 
free 
glee 

p. 109, saved 

p. 110, swing 

pleasantest 

thing 

child 

rivers 

cattle 

country side 

garden 

roof 

flying 



p. 


111, Peter Rabbit p. 
sisters 


120, those 
try 


P- 


129, soup 




clover 


fooled 


P- 


130, flopped 




hopped 


beat 


X 


windows 




hello 


trick 




drowned 


p. 


112, Billy Bushtail p. 


121, waited 








Brown's 


colder 


P- 


131, river 




gun 


tried 




drank 




guns 


frozen 




quick 




dreadful 


t /^/^ 




smoking 


p- 


113, cares 


122, snap 
sticking 




yourself 




Johnny Caw p 


123, sea 


P- 


132, brother's 




crow 


salt 




waded 


p- 


114, brave 
races 


nothing 
brother 
goblins 




whispered 
merchant 




drink 


light 


P. 


133, owner 


p. 


115, raised p. 


124, cutting 
throw 




sell 
ten 


p- 


116, sharp 


use 




sail 




sting 


goblin 




land 




awoke 


C3 








panting p. 


125, showed 


P- 


134, boxes 




torn 

licked P- 

tongue 


126, wife 
grind 
whir-r-r-r 




baskets 

lower 

sank 


p- 


118, winter 
snow 
ice 
pulling p. 


kinds 
hocus 
pocus 

127, neighbors 


p. 


135, grinding 
believe 




sled 


■^ CD 

angry 


P- 


136, seen 
neither 


p- 


119, plan p. 


128, proud 




hang 




pass 


thousand 




trembling 




ah 


dollars 




passing 




dead 


paid 




bow 




mouth 


money 




heads 



84 



